OOIR: Observatory of International Research

Papers

(The TQCC of Educational Studies in Mathematics is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-06-01 to 2025-06-01.)

Article	Citations
Analysing senior secondary mathematics teaching using the Knowledge Quartet	83
Correction to: Minding mathematicians’ discourses in investigations of their feedback on students’ proofs: a case study	58
Deciphering the cognitive and non-cognitive competencies of Chinese students’ mathematics through a critical lens of PISA	50
Social (justice) mathematics: racializing effects of ordering pedagogies and their inherited regimes of truth	47
Model method drawing acts as a double-edged sword for solving inconsistent word problems	40
What mathematicians learn from attending other mathematicians’ lectures	35
Micro classes as a primary school–level mathematics education response to COVID-19 pandemic in China: students’ degree of approval and perception of digital equity	34
Promoting caregiver engagement processes through the codesign of translanguaging mathematics activities	33
Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown	31
Unpacking discourses about the transition from school to university mathematics: an intensive reading	29
Book review: mapping mathematics education research in Asia: insights across diverse countries. Bill Atweh, Lianghuo Fan, Catherine P.Vistro-Yu (Eds.) (2023) Asian research in mathematics education: m	28
Between global forces and local values: a Bakhtinian perspective on Mexican mathematics education research	25
The sensory politics of mathematics: aestheticizing multiplication	24
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning	22
Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?	21
Failure to teach/learn mathematics: a complexity-discursive perspective	20
There is more to algebra than meets the eye: the case of blindness	19
Narrative characteristics of captivating secondary mathematics lessons	18
Teaching practices that support revising definition drafts to adhere to mathematical norms	18
It is probably a pattern: does spontaneous focusing on regularities in preschool predict reasoning about randomness four years later?	18
Strongly didactic contracts and mathematical work	17
How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching	16
Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis	16
Book Review: Supporting mathematics educators through and towards online learning. Karen Hollebrands, Robin Anderson, and Kevin Oliver (Eds). (2021) Online learning in mathematics education	16
Patterning strategies in grade 1 students with low and high number sense proficiency	15

Inferences, mastery, and objectivity: examining student understanding of mathematical concepts with inferentialism	15
Heuristics and semantic spaces for the analysis of students’ work in mathematical problem solving	15
Teacherly response-ability: ethical relationality as protest against mathematical violence	14
Conceptions of span in linear algebra: from textbook examples to student responses	14
Algebraic and fractional thinking in collective mathematical reasoning	14
Formatively assessing prospective teachers’ skills in leading mathematics discussions	14
The integration of undergraduate students’ informal and formal inferential reasoning	13
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?	13
Book Review: International and diverse. Failed but seminal. Dirk de Bock (Ed.). (2023) Modern Mathematics. An International Movement?	13
Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories	13
Students’ understanding and development of the definition of circle in Taxicab and Euclidean geometries: an APOS perspective with schema interaction	13
Instructional quality of two beginning mathematics teachers for three years: what professional competency makes a difference?	13
Interrogating the equity promise for Black immigrant students in reformed mathematics classrooms	13
Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms	12
Open modelling problems: cognitive barriers and instructional prompts	11
Book Review: One hundred years of mathematics education seen through the lens of ICMI. Fulvia Furinghetti & Livia Giacardi (Eds.) (2022). The International Commission on Mathematical Instruction,	11
Mathematical structures of simple and compound interest: An analysis of secondary teachers’ relational thinking	11
Undergraduates’ conceptions of mathematics teaching and learning: an empirical study	11
The role of everyday mathematics in parent and caregiver experiences of alienation from school mathematics	11
Book Review: A fruitful resource emerging from collaboration within an ERME topic conference. Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová and Hans-Georg Weigand (Eds.)	11
Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument	11
Student noticing of collaborative practices: exploring how college students notice during small group interactions in math	10
Teaching Thales’s theorem: relations between suitable mathematical working spaces and specialised knowledge	10
Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations	10
“What makes it eigen-esque-ish?”: A form-function analysis of the development of eigentheory concepts in a quantum mechanics course	10
Book Review: Historical influences, present problems, and futuristic solutions in African countries. Brantina Chirinda, Kakoma Luneta, and Alphonse Uworabayeho (Eds.). (2022). Mathematics education in	10
Eye movements in conceptual and non-conceptual thinking	10
Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly	10
Developing a diagnostic framework for primary and secondary students’ reasoning difficulties during mathematical problem solving	10
The role of an online learning environment in teacher care for secondary mathematics students	10
What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?	10
Meaning(s) of a student perspective in mathematics education research	10
Correction to: Construction of subitized units is related to the construction of arithmetic units	9
A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results	9
Race, racism, and racialization in mathematics education: global perspectives	9
Investigating a learning progression of functional thinking for elementary students	9
Lessons in paradise: envisioning a Black liberatory mathematics education	9
Shifts in student attention on algorithmic and creative practice tasks	9
The role of relational preference in word-problem solving in 6- to 7-year-olds	8
Book Review: Yiming Cao (ed.) (2024). Students’ collaborative problem solving in mathematics classrooms: an empirical study	8
A framework for reasoning in school mathematics: analyzing the development of mathematical claims	8
A bridging study analyzing mathematical model construction through a quantities-oriented lens	8
Insider accounts of dyslexia from research mathematicians	8
Seeing number relations when solving a three-digit subtraction task	8
Unfolding algebraic thinking from a cognitive perspective	8
Correction to: Interactional practices of inviting minoritized students to whole‑class mathematics discussions	8
Clustering eye-movement data uncovers students’ strategies for coordinating equations and diagrams of vector fields	8
Writing reviews: perspectives from the editors of Educational Studies in Mathematics	7
“I’ll just try to mimic that”: an exploration of students’ analogical structure creation in abstract algebra	7
Unboxing mathematics: creating a culture of modeling as critic	7

Toward a reconceptualization of model development from models-and-modeling perspective in mathematics education	7
Mathematical modelling as a vehicle for eliciting algorithmic thinking	7
Aligning school mathematics with a manufactured crisis: re-rendering neoliberal and neoconservative discourses as commonsensical in a rural place	7
Diverse perspectives and experiences of university mathematics teachers on improving the secondary-tertiary transition	7
Students’ geometric understanding of partial derivatives and the locally linear approach	7
Different complex word problems require different combinations of cognitive skills	7
Transitioning to proof via writing scripts on the rules of a new discourse	7
Pre-service teachers’ flexibility and performance in solving Fermi problems	7
Slow emergencies of racism in mathematics education	6
Spontaneous focusing on numerical order and numerical skills of 3- to 4-year-old children	6
Online example-based assessment as a resource for teaching about quadrilaterals	6
Book Review: Collaboration against postcolonialism. Patricia Paraide, Kay Owens, Charly Muke, Philip Clarkson, & Christopher Owens (2022) Mathematics education in a neocolonial country: The case o	6
“This cannot be”—refutation feedback and its potential affordances for proof comprehension	6
Competencies and fighting syllabusism	6
Decision making in managing semiotic conflicts in curriculum materials: a training program with prospective teachers in Costa Rica	6
A long-term shift to include students’ first language in the mathematics teaching practice: socialization events and learning opportunities	6
Relating students’ emotions during argumentative discourse to their learning of real-life functional situations	6
Effect of algebraic language and problem text wording on problem model accuracy when solving age word problems	6
Expert and preservice secondary teachers’ competencies for noticing student thinking about modelling	6
Teachers’ use of rational questioning strategies to promote student participation in collective argumentation	6
Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations	6